Programme Specification. BA Education Studies. Valid from: Sept 2015 Programme Code: X300

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1 Programme Specification BA Education Studies Valid from: Sept 2015 Programme Code: X300 1

2 SECTION ONE: GENERAL INFORMATION Programme Title/Joint Honours Subject Title Bachelor of Arts (Honours) in Education Studies Award title and interim awards Award Title: BA (Honours) Education Studies BA (Honours) Education Studies (Special Educational Needs and Disability) Interim Awards: BA Education Studies Level 4: Level 5: Certificate of Higher Education in Education Studies Diploma of Higher Education in Education Studies Mode of Study 3 years of full-time study Up to 6 years of part-time study Programme start date and period of validation Start Date: September 2012 Ongoing validation Awarding Institution The University of Derby College Managing the Programme College of Education. Institution(s) Delivering the Programme/Joint Honours Subject 1: The University of Derby, Kedleston Road, Derby 2: Loughborough College Collaborative Partner (Level 6 Top-Up Award for Loughborough College) Loughborough, Leicestershire. 3. Vision West Nottinghamshire College (VWNC) Collaborative Partner (Level 6 Top-Up Award for VWNC) Mansfield, Nottinghamshire., 4. Chesterfield College Collaborative Partner (Level 6 Top-Up Award for Chesterfield College), Chesterfield, Derbyshire. 5. South Cheshire College Collaborative Partner (Level 6 Top-Up Award for South Cheshire College), Crewe, Staffordshire 2

3 6. Leek College Collaborative Partner (Level 6 Top-Up Award for Leek College), Leek, Staffordshire Where there are any differences between provision at the Derby Campus and provision at the collaborative partners, these will be highlighted in the Operations Manuals for each collaborative partner. Relevant external subject benchmark statement(s) This programme has been developed around the 2007 QAA benchmarks for Education Studies. QAA Benchmark requirements state that education studies is concerned with understanding how people develop and learn throughout their lives, and the nature of knowledge and critical engagement with ways of knowing and understanding. It offers intellectually rigorous analysis of educational processes, systems and approaches, and their cultural, societal, political, and economic contexts. The programme reflects this requirement and is founded on the following QAA defining principles: 1. draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place 2. provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts 3. encourage students to engage with fundamental questions concerning the aims and values of education and its relationship to society 4. provide opportunities for students to appreciate the problematic nature of educational theory, policy and practice 5. encourage the interrogation of educational processes in a wide variety of contexts 6. develop in students the ability to construct and sustain a reasoned argument about educational issues in a clear, lucid and coherent manner 7. promote a range of qualities in students, including intellectual independence and critical engagement with evidence. QAA (2007) Education Studies, Available from Accessed December 2011 External Accreditation/Recognition Not Applicable JACS Code(s) X300 Programme specification last updated March

4 SECTION TWO: OVERVIEW AND PROGRAMME AIMS Overview The BA Education Studies programme is a non teacher-training programme for students who have an interest in education. It is designed to be distinctive in the range, depth and integration of skills required of educationalists. Social justice is an organising principle of the programme. As such, a multi-disciplinary social science approach, focussing on current educational curricula, policy and trends, underpins the philosophical position of the programme, proposing a critical understanding of social justice in contemporary education. This programme aims to provide students with the capacity to develop the academic skills and competencies that prepare them for a variety of career opportunities in education, including professional training in careers and teacher training. Students graduating from this programme will have developed a multi-disciplinary and inter-disciplinary understanding of the primary drivers of education both nationally and internationally. The programme goes beyond the formal framework of compulsory schooling to consider the wider perspectives of education and as a result, they will be strongly positioned to seek employment in education related fields and other graduate opportunities. Whilst studying BA Education Studies, students will have the opportunity to undertake an Erasmus Exchange to Hogeschool Edith Stein in Holland during the second year of the programme, which builds their understanding of comparative education within a European context and enables them to develop further insights into international education. Links are also being developed with the Gambia, so students may have the opportunity to visit an educational establishment there during the second year of their programme. A key feature of the programme is an opportunity for students to undertake an educational placement in a learning environment of their choice. Special Educational Needs and Disability Pathway (SEND) There is an opportunity for those studying on the programme to develop a specialism. The programme enables students to follow a specialist pathway, focussing on the field of special educational needs and disability. Students can choose to develop their awareness of social justice by furthering their interest in special educational needs and disability by selecting the module Specific Learning Difficulties at stage two, this module constitutes core knowledge to support the SEND pathway at stage three. To further their breadth and depth of understanding in this area they can also choose the module Exploring Disability. Students, who have completed the module Specific Learning Difficulties at level 5, can choose to follow the SEND pathway at level 6. As well as meeting the wider programme learning outcomes; this opportunity will enable students to develop a specialism in the area of special educational needs and disability. All students following the pathway will develop their independent research ideas around this specialism. This pathway will ensure that students are able to demonstrate an in-depth knowledge and understanding of research, policy and practice in the field of special educational needs and disability within a social justice framework. Diversity, exclusion and inclusion, within a framework of social justice, are an integral part of the wider programme and prepare students to undertake modules which focus on special educational needs and disability in year 2 should they wish to do so. This interest can be further developed in year 3 resulting in a BA (Hons) Education Studies (Special Educational Needs and Disability) award. 4

5 SECTION THREE: PROGRAMME LEARNING OUTCOMES BA (Hons) Education Studies: Learning Outcomes By completing the undergraduate programme, students will: 1. Engage in intellectually rigorous debate, by interrogating social science theory, enabling them to explore and extend their breadth and depth of knowledge of the complexities of educational policy and curriculum. Students are encouraged to draw on a wide range of educational contexts, focusing on provision locally, nationally and globally, thereby facilitating individual agency. 2. Provide the opportunity for independent, critical and reflective thinking by developing an understanding of social policy and social justice debates by focusing on educational diversity, exclusion and inclusion. Students are encouraged to engage in contemporary educational debate, going beyond common sense assumptions about education and its role in society locally, nationally and globally. 3. Promote a critical understanding of the role of education as a fundamental life chance, influencing social, cultural and economic opportunities at all levels, by drawing on a multidisciplinary social science approach, with a focus on educational structures, practices and outcomes within a social justice framework. 4. Encourage students to actively engage in critical educational debate, through the development of their skills as academic readers, writers, and researchers. In addition, students will be encouraged to apply their developing skills to independent learning and personal development planning to support critical lifelong learning and employability. Students are afforded the opportunity to consider and reflect on their own potential as learners to engage and develop their intellectual world view through full participation in the programme. Programme Learning Outcomes: BA (Hons) Education Studies (Special Educational Needs and Disability) In addition to the wider programme learning outcomes above, students following the SEND pathway will meet the following additional learning outcome for the specialist pathway. Demonstrate an in depth knowledge and understanding of research, policy and practice in the field of Special Educational Needs and Disability within a social justice framework. The programme learning outcomes enable students to achieve a Bachelor degree with Honours (level 6) in line with the FHEQ framework. A curriculum map (appendix A) is provided to exemplify how students achieve the programme outcomes and learning outcomes for each stage through engagement in the prescribed and option modules of the programme. 5

6 SECTION FOUR: PROGRAMME STRUCTURE: Structure and Curriculum Year One (Level 4) Mode of Delivery Autumn Semester Spring Semester Outcome All modules can be studied on either a full time or part time basis and are delivered over one semester. All modules are worth 20 credits unless otherwise stated. First year modules run in both autumn and spring semesters You must take the following core modules: Psychology and Education Understanding Teaching and Learning Teaching Learning and Curriculum Learning in Higher Education You must take the following core modules: Education for All? Exploring Inequality Introduction to Lifelong Learning An Introduction to Comparative Education Students who successfully complete Year one/level 4 will achieve a Certificate in Higher Education if they successfully achieve 120 credits. Full time programmes run over three consecutive years; part time programmes can take up to six consecutive years to complete. You can commence your studies in either September or January (If places are available). Year Two (Level 5) Mode of Delivery Autumn Semester Spring Semester Outcome All modules can be studied on either a full time or part time basis and are delivered over one semester. All modules are worth 20 credits unless otherwise stated. You must take the following core modules: Individual Differences and Learning Curriculum Frameworks You must take the following core modules: The Sociology of Education Research Methods for Independent Study Students who successfully complete Year two/level 5 will achieve a Diploma in Higher Education if they successfully achieve 240 credits. Full time programmes run over three consecutive years; part time programmes can Autumn options: (you can select one). Meeting Emotional Needs in Education Spring options: (you can select one). Educational Alternatives Engaging with Digital Learning 6

7 take up to six consecutive years to complete. You can commence your studies in either September or January (if places are available). Students who wish to consider the SEND pathway will need to fulfil a prerequisite for the pathway at level 5. Exploring Disability Education and Globalisation Special Educational Needs and Disability Pathway- You must take the following module: Specific Learning Difficulties The Changing Educational Landscape An Introduction to TESOL Lifelong Learning: Policy & People Education in Context: A Reflection Applicants with a valid and current Certificate in Education may be able to directly enter the programme in the second year through negotiation with the Programme Leader. Year Three (Level 6) Mode of Delivery Autumn Semester Spring Semester Outcome All modules can be studied on either a full time or part time basis and are delivered over one semester, with the exception of the Independent Study module? All modules are worth 20 credits unless otherwise stated. Second year core modules will run in both autumn and spring semesters Full time programmes run over three consecutive years; part time programmes can take up to six consecutive years to complete. You can commence your studies in either September or January (if places are available). You must take the following core module: Educational Independent Study (40 credits) Autumn options: (you can select two) Contemporary Debates in Education and Lifelong Learning Special Educational Needs, Disability and the Inclusion Debate Curriculum Corruption and Construction Education and Wellbeing Education and the Arts Spring options: (you can select one). Learning and Motivation Understanding and Managing the Behaviour of Learners Reconstructing the Gender Agenda Education and Global Inequality Mentoring in Education and Lifelong Learning Digital Learning in Action Education and the Arts Students who successfully complete Year three/level 6 will achieve a BA (Hons) Education Studies if they have achieved 360 credits 7

8 SEND Pathway You must have successfully completed stage one and two and Specific Learning Difficulties at stage 2. You must take the following core modules: Educational Independent Study (with a focus on SEND) (40 credits) Managing Special Educational Needs and Disability You must take the following core modules: The Changing Role of the SEND Practitioner (40 credits) BA (Hons) Education Studies (Special Educational Needs and Disability) Pathway Applicants with a valid Foundation Degree may be able to directly enter the programme in the third year providing all appropriate entry requirements are met. Personal Development Planning (PDP) Professional development planning forms an important and integral part of the BA Education Studies programme. There are many opportunities for students to think and plan for their future throughout the programme; including the opportunity to work in an educational setting during the second year of study. Students, who choose to specialise in special educational needs and disability, will have the opportunity to participate in an educational placement during their third year of study. The ongoing continued support for students is provided through an academic tutoring approach. The initial focus is on the self and enables students to think about their graduate identity. Additionally, students will be encouraged to participate in learning opportunities both within and outside the programme, helping to inform their personal aspirations and employability options for the future. Graduates from the programme are well positioned to apply for the Primary Postgraduate Certificate in Education (PGCE) offered at The University of Derby and other universities. PDP is intended to help students: become more effective, independent and self-confident learners understand what and how they are learning and relate this to a wider context improve their general skills for study and employment articulate their personal goals and evaluate their progress towards achievement develop a positive attitude to learning throughout life SECTION FIVE: PROGRAMME DELIVERY Learning and Teaching Methods The programme team is committed to high quality inclusive teaching and learning practices that are fit for purpose and are integral to the programme s curriculum design. The programme learning outcomes have been constructed to provide a framework through which students are sequentially supported and encouraged to develop their capacity to evaluate, analyse and critically engage in the field of education, drawing on a wide range of learning, teaching and assessment activities. At all levels, students are invited to engage in e-learning opportunities. As students progress through their degree studies, students are expected to undertake increasing responsibility for their independent self-directed study, drawing on the range of resources available to them including academic books, e-books and journal articles available via the extensive library facilities. Within the programme s framework of social justice, the teaching team endeavour to create a learning culture to enable students to achieve their highest potential, and develop as independent lifelong learners. Initially, at level 4 students develop a broad based knowledge and understanding of a wide range of educational concerns. Students will be exposed to a variety of teaching methods to enable 8

9 optimum opportunities for engagement in the programme, including whole group lectures, seminars where students discuss topics in smaller groups and individual tutorials where students engage in one-to-one discussions with lecturers. Students will be encouraged to continue their reading of the subject by independent study, either directed by their lecturer or self-directed to deepen their understanding. Throughout the programme students have the opportunity to develop self-reflective learning strategies, through PDP, to allow them to review their acquisition of knowledge and plan for their future. At level 5 this developing knowledge is extended and explored, allowing for the acquisition of analytical application and processes. Students are again exposed to a range of teaching methods, from lectures, to smaller facilitated seminars and tutorials, and directed independent study. Students continue to have access to one-to-one tutorials, as well as academic tutorials to support the development of their analytical thinking skills and deepen the reflective skills developed at the previous level. As students move into level 6, the growth of educational expertise through rigorous debate and critical analysis of ideas and principles is further developed. Students build on the delivery of lectures to inform facilitated seminar debate and analysis of the subject. The guidance afforded in seminars at this level enables students to deepen these skills and supports them to become selfdirected, independent thinkers. This skill set is particularly realised through their Independent Study which allows them to demonstrate the culmination of knowledge, skills and understanding achieved throughout the programme. Drawing more on the one-to-one tutorial teaching method, students develop autonomy and confidence of knowledge; as well as the skills of timemanagement, organisation, project planning, extended report writing, critical thinking and analytic skills. As with previous levels, students continue to engage with academic tutoring to further extend their skills of reflection and planning for their future. All students are required to comply with research governance and ethics principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people e.g. for module assessments or Independent Studies. Information on these principles can be found on the University web site at (Accessed December 2011). Assessment The programme approach to assessment demonstrates inclusive practice reflecting the diversity of the student population as well as appropriate academic discipline, knowledge and scholarship. Assessment throughout the programme will be undertaken both formatively and summatively. Formative assessment strategies will include small group review; individual peer presentations, completion of directed tasks, and drafting of tasks as well as tutorial discussions. Summatively, there is a significant emphasis on assessment through coursework because the programme requires students to explain and evaluate theoretical issues in the field of education and to apply their critical understanding of such issues to a range of contemporary debates, within a framework of social justice. At level 4 formative assessments are built into each module to enable students to review their development and include for example self-diagnostic skills audits, development of action plans as part of professional development planning; and the drafting of summative assessment plans. Students will be required to engage in a variety of summative assessments including for example writing essays, producing a critically annotated bibliography, giving a group presentation and producing a report. At level 5 formative assessment opportunities will continue to be provided throughout the programme, including for example, drafting a plan of a summative assessment, one-to-one 9

10 module tutorials and academic tutorials. Students will build on assessments from the previous year as well as developing and furthering their knowledge and understanding of education. Level 5 assessments aim to develop the skills of analysis. Students will therefore progress to undertake a range of summative assessments including, for example, group and individual presentations, extended essay writing, evaluative report writing and the construction of academic poster presentations. By level 6 students are expected to engage in a small piece of independent primary empirical research. This affords students the opportunity to apply a range of research skills acquired at level 5. In addition, level 6 assessments encourage the skills of critical analysis and enable students to explore areas of educational interest. Assessments at this level include essays, extended report-writing skills, writing a learning journal, producing a self reflective diary, individual presentations; and case study analysis based on theoretical frameworks to critique educational and social justice debates. Formative assessment plays a crucial role at this level as students become more autonomous learners; drawing more on one-to-one tutorials and academic tutorials to discuss their work and inform the drafting of work towards summative submission. This programme operates within the University s Regulatory Framework and conforms to its regulations on assessment. SECTION SIX: ADMISSIONS Entry requirements Full details of the University s standard entry requirements can be found at: Direct Entry to levels 5 and 6 will be considered on an individual basis in negotiation with the Programme Leader. University of Derby Bachelor of Education transfers. Students wishing to transfer from the Bachelor of Education programme must complete a minimum of 60 credits at level 6 from the BA Education Studies programme (negotiated with the Programme Leader) in order to be awarded a BA (Hons) Education Studies degree. Level 4 and level 5 students must negotiate their transition and credits. SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE The University of Derby provides a comprehensive package of support to facilitate student well-being throughout their studies. Students with identified learning difficulties, mental health needs, physical disabilities or other issues are referred to, and supported by, the Student Support and Information Services (SSIS), Learning Enhancement and Innovation (LEI) and the Student Union. The programme team provides an additional framework of academic support for students through an academic tutoring system; students have an entitlement to meet their academic tutor once per semester to consider their professional development planning and academic progress. Additional academic support is also provided by module and seminar leaders, informed by the academic demands of the module and the support needs of students on an individual basis. This can be linked to individual Student Support Plans to signpost to wider university provisions as appropriate. The placement module is an option module available for Education Studies students to select. Students who undertake this module do so knowing that they will be required to fund their own transportation to and from their placement. Students will be required to adhere to the Health and Safety regulations of the University of Derby found at 10

11 https://udo.derby.ac.uk/sites/hr/health-safety/organisational-safety/corporate-hsmgmt/documents/rob%20woods%20%20hr%20%20he%20student%20placements%20 management%20guidance%20web%20pdf.pdf (Accessed March 2012) and will be expected to communicate any concerns they have with their placement with their module leader. Disclosure and Barring Service (DBS) checks must be in accordance with the placement regulations and funding and application of DBSs are the responsibility of the student. Students will have the opportunity to undertake an Erasmus exchange during the second year of the programme. Whilst some funding for this exchange is available (further details of international support can be found at: https://udo.derby.ac.uk/sites/international/pages/default.aspx (Accessed March 2012), additional financial costs will need to be met by the students. Additional educational field trips to Holland will require a financial contribution from students. During the final year of the programme, students will have the opportunity to undertake a fieldtrip abroad. A financial contribution from students is likely. Students who undertake the SEND pathway, are invited to participate in placement activities, and will be required to fund their own travel costs to and from the placement. In addition, students will be required to adhere to the Health and Safety regulations of the University of Derby. Any DBS check requirements must be in accordance with the placement s regulation; funding and application of these are the responsibility of the student. Should fieldtrips be made available throughout the module, students will be expected to contribute to these costs. A detailed handbook will be provided by the Academic Progression Leader at each stage in addition to individual module handbooks that outline the support opportunities available for all students. SECTION EIGHT: POST PROGRAMME OPPORTUNITIES Post Programme Opportunities Many students from this programme use their graduate status to seek employment in a wide variety of occupations; some directly linked to education while others are not. Graduates of the programme have gone on to a variety of employment opportunities, including for example primary teaching, teaching assistants, education liaison roles, social work, youth and community work; or further postgraduate study. Students are well supported during their studies, through the framework of academic tutoring, to think about their personal development throughout their degree and to seek careers advice from the University Career Development Unit. Students studying at level 6, who wish to train as primary school teachers, are encouraged to apply to the University of Derby for the PGCE, where their application will be viewed favourably if they meet the entry criteria, or the Graduate Teacher Programme. Alternatively, students can study a Professional Graduate Diploma in Teaching in the Lifelong Learning Sector, to achieve Qualified Teaching Learning and Skills Status, enabling progression to teach in the Lifelong Learning Sector. Students are also encouraged to consider undertaking a range of additional postgraduate programmes of study. The full time MA Education is available at the University of Derby for those students wishing to study education in greater depth. 11

12 SECTION NINE: EMPLOYER LINKS This is a generic academic programme which has growing and developing links with schools, colleges and universities, locally, nationally and internationally. Guest speakers are invited to contribute throughout the delivery of the programme to ensure that an ongoing dialogue is maintained with the major stakeholders in this area. Appendix A: Curriculum Map Level 4 Level 4 LEVEL Core M1 - Education for All? Exploring Inequality M2 Psychology in Education: Understanding Teaching and Learning M3 Teaching, Learning and Curriculum M4 - Learning in Higher Education M5 - Introduction to Lifelong Learning Prescribed M6 An Introduction to Comparative Education Level 5 Core Options M1 The Sociology of Education M2 - Research Methods for Independent Study M3 Individual Differences and Learning M4 - Curriculum Frameworks MODULE TITLES - All modules are 20 credits unless otherwise stated M5 Lifelong Learning: Policy and People M6 Educational Alternatives M7 The Changing Educational Landscape M8 Engaging with Digital Learning M9 Education in Context: a reflection M10 - Specific Learning Difficulties M11 - Education and Globalisation M12 - Meeting Emotional Needs in Education M13 Exploring Disabilities M14 An Introduction to TESOL Level 6 Core Options M1 Educational Independent Study (40 credits) M2 - Learning and Motivation M3 Reconstructing the Gender Agenda M4 Curriculum, Corruption and Construction M5 - Understanding and Managing the Behaviours of Learners M6 Contemporary Debates in Education and Lifelong Learning M7 - Mentoring in Education and Lifelong Learning 12

13 Programme Learning Outcomes BA Education Studies M8 - Education and Global Inequality M9 Digital Learning in Action M10 Special Educational Needs, Disability and the Inclusion Debate M11 - Managing Special Educational Needs and Disability M12 The Changing Role of the SEND Practitioner (40 credits) M13 - Educational Wellbeing M14 Education and the Arts QAA Benchmark (2007) requirements state that education studies is concerned with understanding how people develop and learn throughout their lives, and the nature of knowledge and critical engagement with ways of knowing and understanding. It offers intellectually rigorous analysis of educational processes, systems and approaches, and their cultural, societal, political, and economic contexts. 1. Engage students in intellectually rigorous debate, by interrogating social science theory, enabling them to explore and extend their breadth and depth of knowledge of the complexities of educational policy and curriculum. Students are encouraged to draw on a wide range of educational contexts, focusing on provision locally, nationally and globally, thereby facilitating individual agency. 2. Provide the opportunity for independent, critical and reflective thinking by developing an understanding of social policy and social justice debates by focusing on educational diversity, exclusion and inclusion. Students are encouraged to engage in contemporary educational debate, going beyond common sense assumptions about education and its role in society locally, nationally and globally. 3. Promote a critical understanding of the role of education as a fundamental life chance, influencing social, cultural and economic opportunities at all levels, by drawing on a multidisciplinary social science approach, with a focus on educational structures, practices and outcomes within a social justice framework. 4. Encourage students to actively engage in critical educational debate, through the development of their skill as academic readers, writers, and researchers. In addition, students will be encouraged to apply their developing skills to independent learning and personal development planning to support critical lifelong learning and employability. Students are afforded the opportunity to consider and reflect on their own potential as learners to engage and develop their intellectual world view through full participation in the programme. Level 4 Learning Outcomes 1. Demonstrate a rigorous approach to understanding psychological and sociological theory, to explore educational social policy and curriculum provision locally, nationally and globally. 2. Develop the ability to evaluate information, using it to plan and develop investigative strategies and to determine solutions to an understanding of social policy and social justice debates, focusing on educational diversity, exclusion and inclusion. 13

14 3. Investigate the role of education as a fundamental life chance, drawing on strategies developed through a multi-disciplinary social science approach, with a focus on the changing nature of educational structures, practices and outcomes within a dynamic social justice framework. 4. Develop a range of academic skills required for an understanding of education through undertaking academic reading and writing, which can be applied to independent learning and personal development planning. Level 4 Modules Outcome M1 M2 M3 M4 M5 M6 PLO 1 X X X X X PLO 2 X X X X X PLO 3 X X X X PLO 4 X X X X X X Level 5 Learning Outcomes 1. Develop and generate ideas using psychological and sociological theory, through the formulation of responses to educational social policy and curriculum. Analyse and evaluate an academic approach to education by focusing on educational provision locally, nationally and globally. 2. Analyse and evaluate educational social policy and social justice debates, focusing on educational diversity, exclusion and inclusion by applying psychological and sociological theory at an abstract level. 3. Demonstrate an analysis of the role of education as a fundamental life chance, exercising academic judgment, by drawing on a multi-disciplinary social science approach, with a focus on educational structures, practices and outcomes within a social justice framework. 4. Develop an analytical and evaluative understanding of education through the application of academic reading, writing, research methodologies and debate, which can be applied to independent learning and personal development planning. Level 5 Modules Outcome M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12 M13 PLO 1 X X X X X X X X X X X PLO 2 X X X X X X X X X X X X X PLO 3 X X X X X X X X X PLO 4 X X X X X X X X X X X X X Level 6 Learning Outcomes 1. Critically review, consolidate and extend a systematic and coherent understanding of psychological and sociological theory; exploring and extending breadth and depth of knowledge of the complexities of educational social policy and curriculum; focusing on educational provision locally, nationally, and globally. 14

15 2. Critically evaluate new concepts and evidence, demonstrating a capacity for independent, critical and reflective thinking, through an understanding of social policy and social justice debates, focusing on educational diversity, exclusion and inclusion. 3. Demonstrate a critical understanding of the role of education as a fundamental life chance, exercising significant academic judgment by drawing on a multi-disciplinary social science approach, with a focus on educational structures, practices and outcomes within a social justice framework. 4. Develop a critical understanding of education through the application of academic reading, writing, research methodologies and debate, which can be applied to independent learning and personal development planning to support lifelong learning and employability. Level 6 Modules Outcome M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12 M13 M14 PLO1 X X X X X X X X X X X X X x PLO2 X X X X X X X X X X X X X x PLO3 X X X X X X X X X X X X X x PLO4 X X X X X X X X X X X X X x 15

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